"TMM" Brainwave Entrainment Based Self Improvement Systems

An introductory note from Morry Zelcovitch,
creator of the “TMM” Brainwave Entrainment

based self improvement systems…
What follows are the results of an independently funded research project

on the TMM Brainwave Entrainment Recording Systems at the behest of
the Brazilian government at the Mato Grosso State University.
A little background…
I was contacted by a representative of the Brazilian government some time

ago in 2009 as they came across one of the TMM websites. Apparently he
tried the TMM system and saw almost immediately the potential of this
technology to not only help people in his department, but by helping them
also help the citizens of Brazil whom they so diligently serve.
A series of telephone calls via interpreter and emails ensued and the end
result is what you are about to read.
*Please note that this research has been translated from the original Portuguese and
we have left much of the native grammar of the document as is, so as to not affect the
intended meaning of the authors of this research as it was originally conducted and
written.
Feel free to read the complete research, or you may pay attention to the
specially marked areas for the highlights.
Enjoy,
Morry Zelcovitch; Certified Brainwave Entrainment Engineer
http://www.quantum-confidence-system.com
1
MATO GROSSO STATE UNIVERSITY
MILITARY POLICE
TRAINING, DEVELOPMENT AND RESEARCH CENTRE
COSTA VERDE MILITARY POLICE ACADEMY
PUBLIC SAFETY MANAGEMENT SPECIALIZATION/

OFFICERS TRAINING PROGRAM
THE ROLE OF THE TMM SYSTEM IN THE IMPROVEMENT
OF TRAINING PERFORMANCE ON 1ST YEAR STUDENTS
FROM THE MILITARY POLICE OF MATO GROSSO STATE
ÓTTONI CÉZAR CASTRO SOARES
2
Várzea Grande, MT
2009
ÓTTONI CÉZAR CASTRO SOARES

OF TRAINING PERFORMANCE ON 1ST YEAR STUDENTS
Monograph presented to the Police Officers Training Coordination

Program – Lato Sensu Post-Graduation compulsory requisite
for the Public Safety Management Specialization
Director: Dr. Roberto Antônio Ticle de Melo e Souza

Co-director: Dr.(honorary) Morry Zelcovitch CBWEE
Várzea Grande, MT
2009
3
OF TRAINING PERFORMANCE ON 1 ST YEAR STUDENTS
Monograph submitted to the Examining Board which consists of

professors from the Public Safety Management Program at the Military
Police Academy and who were selected as qualified in granting the
PUBLIC SAFETY MANAGEMENT SPECIALIZATION DEGREE.
Examining Board:
Roberto Antônio Ticle de Melo e Souza

Director/Board President
Célio Heli Batista
Cristiana Bezerra Dias
Notes obtained by student:
Gilberto Duarte Vitório

Course Co-ordinator
4
ACKNOWLEDGEMENTS
To Professor (honorary) Morry Zelcovitch for the safe and bright

direction in guiding me to this work and for being there on all
contacts.
To Professor Roberto Antonio Ticle de Melo e Souza for the help, patience,
research spirit and motivation during the most crucial moments of
this work; especially, when discouragement and difficulties seemed
bigger than the brightness of science in which it was fundamental for
the conception of this research.
To the Students of the 1st Year Officer Training Program, who moved
by the spirit of research, demonstrated good mannerism with the
highest level of professionalism showing to be very promising right
from the start of their academic endeavors.
To Professor Cirlene de Campos, psychologist, who had a decisive role

in the initial steps of this research by assisting and providing material
and motivating the idea of this project even during times where she
was highly criticized about the subject.
To Professor Célio Heli Batista, psychologist, who was introduced to me

by Professor Mirna, for immediately taking the responsibility, without
any obligation, of carrying on the psychological tests needed on this
research. In addition, for being available at all times to answer any
questions and provide some suggestions.
To Professor Lúcia Regina, Pedagogical coordinator, a true “giant” in

the teaching of this program, and for the brilliant selection of the
team instructors.
To the instructors for showing high and up-to-date knowledge pertaining

to the subject of Public Safety Management.
To my colleagues for the companionship and true friendship.

5
“The value of great men is measured by
the significance of services rendered to
humanity”
Voltaire
6
ABSTRACT
This paper presents two experiments to verify the influence of the TMM
System on student performance officers of the 1st year of training course
for officers of the PM / MT, occasionally on the psychological variables:
concentrated attention, anxiety, aggression, resistance to fatigue and
productivity . The methodology for measuring the object of research
was the adoption of the experiment “1” (survey of levels of variables,
ff exposure to the TMM System) and experiment “2” (identification
of levels of variables after the exposure to the TMM System). For the
purposes of this research we used 2 sound waves that are part of the
larger TMM System and used them in addressing the activity of teaching
the military police, making a correlation of the variables proposed by
the study required by the office to which students are trained officers.
The results are later explained in the methodology adopted to measure
the variables studied, before and after, the exposure of the sample to
the sounds of the TMM System. Then the final results are presented
that were achieved by the research.
Keywords:
TMM System - Performance - Students of the Military Police Official
7
LIST OF GRAPHICS
Points obtained on the Concentrated Attention (CA)

page
Graphic 1 Test before and after exposure to the TMM System
53
Individual points obtained on the Concentrated Attention

(CA) Test from the participants before and after exposure page
Graphic 2
to the TMM System 53
Points obtained on the Polygraph (PLG) Test before and page

Graphic 3 after exposure to the TMM System 56
Individual points obtained on the Polygraph (PLG) Test from the page
Graphic 4
participants before and after exposure to the TMM System 56
8
LIST OF CHARTS
page
Chart 1 MPMT - Social Services - 1st trimester, 2009
15
page
Chart 2 Experiment “1” Concentrated Attention Test
47
page
Chart 3 Experiment “1” Polygraph Test 48
page
Chart 4 TMM System Listening Chart
50
page
Chart 5 Experiment “2” Concentrated Attention (CA) Test Results
52
page
Chart 6 Experiment “2” Polygraph (PLG) Test
54
9
Glossary
CA Concentrated Attention
ADD Attention Deficit Disorder
ADHD Attention Deficit Hyperactivity Disorder
CVMPA Costa Verde Military Policy Academy
AVE Audio-Visual Entrainment
BWE Brainwave Entrainment
CBO Brazilian Labor Classification
BDE Board of Education
COL MRP Colonel of the Military Reserve Pay
CER Cerebral Stimulation Response (cortical evoked response)
OTP Officers Training Program
EEG Electroencephalogram
FFR Frequency Following Response
FMRP Faculty of Medicine of Ribeiro Preto
CH Clinics Hospital
LIO Labor International Organization
WHO World Health Organization
PLG Polygraph
MPMT Military Police of Mato Grosso State
MPSC Military Police of Santa Catarina State
QI Intelligence Quotient
MPTPR Military Police Training Program Regulations
SAD Seasonal Affective Disorder
SS Social Services
PMS Pre-menstrual Syndrome
ODD Oppositional Defiant Disorder
MTSUU Mato Grosso South State University
UPS University of Sao Paulo
10
INDEX
INTRODUCTION..................................................................... 12

1 TMM SYSTEM ORIGEN......................................................... 18
1.1 TMM SYSTEM..................................................................... 19
1.2 TMM SYSTEM BRAINWAVES.................................................. 25
1.2.1 EDEN ENERGY WAVE DYNAMICS......................................... 26
1.2.2 NEURAL SYNERGY............................................................ 27
1.2.3 ISOCHRONIC AND MONAURAL............................................ 27

2 MPMT TRAINING EDUCATION.............................................. 29
2.1 COSTA VERDE MILITARY POLICE ACADEMY.............................. 30
2.2 MILITARY POLICE TRAINING PROGRAM REGULATIONS............... 31
2.3 OTP EQUIVALENCE TO A BACHELOR’S DEGREE......................... 33
2.4 PROFESSIONAL COMPETENCE PROFILE................................... 33

3 MATERIALS AND METHODS.................................................. 39
3.1 POLYGRAPH TEST................................................................ 40
3.2 CONCENTRATED ATTENTION TEST.......................................... 41
3.3. 1ST YEAR OFFICER STUDENTS............................................. 42
3.4. EXPERIMENT “1”................................................................ 43
3.4.1. PRECEEDINGS................................................................ 44
3.5. EXPERIMENT “2”................................................................ 44
3.6 PRE-TEST.......................................................................... 45

4 RESULTS AND DISCUSSIONS............................................... 46
4.1. EXPERIMENT “1” RESULTS................................................... 46
4.2. TMM SYSTEM AUDITION...................................................... 49
4.3. EXPERIMENT “2” RESULTS................................................... 51
4.3.1. CONCENTRATED ATTENTION “CA” TEST................................ 51
4.3.2. POLYGRAPH “PLG” TEST RESULTS....................................... 54

FINAL CONSIDERATIONS ...................................................... 57
BIBLIOGRAPHY..................................................................... 60

ATTACHEMENTS..................................................................... 62
11
IN T R O D U C T IO N
For a long period of time, There has been a question about the mystery
of sound and of how it influences behavior, especially the feelings and
emotions of human beings. Can a particular song alter our mood?
Can it assist in physical activities such as in Physical Education? Can it
reduce anxiety even depression such as those seen in specific therapy
clinics?
There is something extraordinary in that relationship even somewhat

mystic since the lack of explanation has not allowed for a more solid
and incisive understanding of what science has revealed about its
association.
Generally the influence of sound and music in brain activity is

unquestionable. Helio Pothin, doctor of physiology and professor in
the South of Mato Grosso Federal University, explains the following:
“The thalamus is shaped by several divisions and is located below

the cortex, in the central region of the brain. It works by receiving
information of the senses (vision, audition, taste and touch) and sends
or distributs the information to other sections of the brain, including
the cerebral cortex.
The hypothalamus is located below the thalamus and is formed by

several nervous nucleuses; each one influences a determined part of
the nervous system. In spite of being small, the hypothalamus has an
important function in instructing autonomous actions such as hunger,
thirst, regulating body temperature, sleep, alertness, gastrointestinal
secretion, blood pressure, heart beats, sexual desire and sexual act,
etc.
12
In order to instruct or influence so many functions, the hypothalamus
sends its messages through the nerves and hormones through the
blood. It sends hormones to the hypophysis gland which controls
other glands, including the sexual glands, through hormones as
well.
Therefore, nervous stimulus sent by the ear, which are caused

by sound, reach the thalamus in which then sends, as well,
nervous stimulus to the centre of emotions, the prefrontal
cortex and hypothalamus.
Since Rock music has its own characteristics, its rhythms are turned
into nervous stimulus into an established frequency reaching the
thalamus. The thalamus, in turn, sends stimulus in a frequency to
the hypothalamus, the prefrontal cortex or any other nervous section
in the brain. The hypothalamus understands this frequency as an
instruction to influence the perypheral glands, through the hypophysis
hormones, in order to release its hormones, which will then increase
or reduce the functions of specific organs. Depending on the music
rhythm, electrical signals will be sent in different frequencies. Each
frequency reaches different sections of the brain and can influence
different functions or different behaviors.
Hence, Rock music, has the power to influence behaviors such

as anger, violence, sex and stimulate pleasure dependency.
Therefore, it can increase the craving for drugs or behaviors
that stimulate pleasure; thus, addiction.” 1
1
POTHIN, Hélio. O Poder da Música sobre o cérebro. Available at:
<http:// www.musicaeadoracao.com.br/efeitos/poder_musica_
cerebro.htm > Accessed on: 25 May 2009
13
Studies point out that music has repercussions on the electrical activity
of the brain, as it is published by the newspaper agency of University
of Sao Paulo:
“Tests carried out by the Laboratory of Neuropsychologists from the

Hospital Doctors of the Faculty of Medicine of University of Sao Paulo of
Ribeiro Preto, demonstrated the power of music on electrical cerebral
activity as well as in increasing voice potential.” 2
What is the connection of those studies with the Military Police? Why
research a subject that is more connected to physics, psychology and
neurology in the specialization of Public Safety Management?
If we consider that a policeman is part of the professional category

of elevated risk and high level of stress such as stock brokers, flight
operators and others, Moraes (1992) affirms that it is then necessary
that such agents have higher skills and a sense of balance that must be
presented in order to secure the well-being of society. Given that it is
complex and with an abundance of several types of stresses, it is then
demanded by that professional dedication, high level of concentration
and attention during its job performance.
According to the World Health Organization (WHO), the Military Police

profession is one of the most stressful in the world. Data from the
International Labour Organization (LIO), indicates that those who
expose their life to high risk situations are potentially more prone to
lasting stressful factors.
2
A INFLUÊNCIA da música na atividade elétrica do cérebro. Agência
USP de Notícias. São Paulo, 17 oct 2001. Available at: < http://www.
usp.br/agen/repgs/2001/pags/086.htm> Accessed on: 26 may 2009.
14
One cannot forget that these reflexes find a way into the personal
life of the military police, provoking behavior changes that can go
from a simple bad mood, demonstrations of impatience, reduction of
concentration, increase of blood pressure, aggressiveness, even the
appearance of physical symptoms like headaches, body pain, sleep
and appetite changes. In addition, there is also the risk of depression,
chemical dependence, mental disorders and even marital separations.
All these factors do not only alter the routine of a policeman but also
compromises their quality of life.
It is then suitable to show data retrieved from specific services at the

Social Work Military Police sector to reinforce that this picture is not
distant from the Mato Grosso Police reality.
Chart 1 –
M P M T - S oc i a l S ervices - 1 st trimester, 2009
Claims January February March Total %
Dependents of
51 7 18 76 26
Alcohol/Drugs
Psychological
disorder
48 14 27 89 30
Other claims 8 38 81 127 44
Source: SAS PM/MT-2009
15
A cycle is created in which the police officer takes the stress,
loads of work, sleep deprivation, impatience, and bad mood
from its existing work and replicates it in the home. This in turn
changes the emotional state of a police officer.
It is important and beneficial to have research in areas that

contribute to the minimization of the exposed stressful factors
and diseases that could improve the life quality of the military
police (which as a result will improve the services rendered to
society), as well as the social credibility of the Military Police of
Mato Grosso State Institution.
Research points out that sounds registered by our hearing is

capable of interacting with the brain frequency of the listener;
thus, altering it and causing considerable changes for better or
worse.
It was during the development of these ideas that the author

came across the work of Professor (honorary) Morry Zelcovitch
of Toronto, Canada. Zelcovitch developed the TMM System which
offers the conditions to the objectives of this monographic
research. At last, it works with sounds that are able to provide
to the listener concentration improvement, resistance to fatigue,
reduction of stress and sleepiness, well-being, among others. It
favors a horizon of comparison in the influence of sounds in the
improvement of work performance by policemen.
However, how to test it in the military police who works in the

most diverse sectors in the capital and in the outskirts, and
in a variety of numbers, without disregarding their time off
work? What about the control of the police officers during the
administration of the tests? These questions substantiated the
idea of carrying out the tests with the Officer Students from the
Costa Verde Military Police Academy, specifically those enrolled
in the 1st year.
16
Their facilities also qualified for the process of sampling with
emphasis to the execution and supervision of the methodology: a
pre-established schedule for the tests, place of implementation,
physical and mental health tested for admission, and necessary
materials already existent such as notebooks, mp3s, and ear
phones.
The purpose of this research is to answer the following

question: Does the TMM System have an influence in the
performance of 1st year Officer Students enrolled in the
Officer Training Program?
The formulated hypothesis is outlined in the following matter: If

the TMM System is a tool that favors, among other advantages,
an increase of concentration, productivity, resistance to fatigue
and a reduction of aggression and anxiety, then it will show
an improvement in the activities done by the 1 st year Officer
students.
The objective of this work is to present the TMM System (which

works with brainwave entrainment), and to verify its influence
in the performance of activities exercised by 1 st year Officer
students enrolled in the Police Training Program, specifically on
psychological variables such as concentrated attention, anxiety,
aggressiveness, resistance to fatigue and productivity.
The work is systematized in the following matter:
Chapter 1 – Addresses the TMM System, its origin, author, its

function and the subject of brainwaves.
Chapter 2 – Presents the training of the Officer Students, the

history of the Academy, the profile of the Military Police student,
and the relation of this profile with the variables proposed in
the System.
17
Chapter 3 – Describes the methodology of the research.
Chapter 4 – Presents the results and discussions obtained in the

application of the System on 1st year Officer Students of OTP.
1. THE TMM SYSTEM ORIGIN
Zelcovitch (2009) notices that from the time as a child he had

many problems, such as hearing thousands of voices in his head
which he believes contributed to a serious depression. He always
found himself getting into trouble and was accident prone. He
dislocated his shoulders more than 150 (hundred and fifty)
times, not counting the broken bones, shredding of tendons and
ligaments and other injuries.
He remembers this time of his life when this phrase became

dominant in his mind. “Liife is only a disease, for which there
is no cure, but death”. In view of his difficulties, he would very
often think on “how great it would be, to be ... no longer here.
He confesses that something inside of him made him search his

inner self, at which point he began to notice that sometimes time
seemed to move quicker and more pleasantly than others. Upon
this realization, he realized that when this phenomenon occurred
the sounds that he was hearing were rhythmical in nature and
when time seemed motionless, terrifying, the surrounding sounds
were much more out of place from nature.
All of this came to happen during a 15 year odyssey of research

in the field of Brainwave Entrainment (BWE). After many years
of using it with other peoples work with some limited success,
he was determined to discover why the recordings seemed to
work, but with little effect, when the research that he read about
suggested more dominant effects than what he and others were
feeling.
18
He decided that the best path to understanding would be by
being close to an expert in the area. He got in touch with the
worlds top researcher and indeed expert in the field of brainwave
entrainment, David Siever (www.mindalive.com), and obtained
precious information that he could not have gathered anywhere
else.
During this phase of his life, he deepened his studies of the

human brain and psyche and began researching the field of
brainwaves, noticing, again, that time seemed to go by quicker
and more pleasurable than normally.
He received training and is the first and only person in the

world that may be termed a “Certified Brainwave Entrainment
Engineer”. His education is supported by an Honors degree in
Psychology with a minor in Sociology. He expresses his desire
in helping others to be everything that they can be ... naturally,
without the use of dangerous medication.
1.1 THE TMM SYSTEM
The TMM System was developed by Professor (honorary) Morry

Zelcovitch and has scientific grounds based on brainwave
entrainment. Entrainment is a term that was picked up by physics
which simply means the tendency of two vibrating bodies joined
to vibrate in harmony. For example, a tuning fork when struck
and put near another it will cause the second one to vibrate in
the same frequency of the first one. In the brain, entrainment
of brainwaves (BWE) occurs.
19
Professor (honorary) Zelcovitch (2007) explains that the brain is
made up of approximately 100 billion nerve cells, called neurons.
Neurons have the capacity to transmit electrochemical signals,
and to better understand it, he suggests thinking of it as a super-
computer.
This super-computer is able to communicate with the rest of the

body, transmitting electrical signals by using chemicals named
neurotransmitters. If these chemicals or neurotransmitters
are out of balance, the person will not manage to reach its
full potential. This activity has been measured by scientists by
looking at the electrical current from the surface of the brain
using Electroencephalogram (EEG) technology which measures
those discharges and records them as brainwave patterns.
He asserts that the individuals state of mind is determined by

their brainwave activity. These brainwaves can be put into groups
in accordance to the frequency range that is directly connected
with the person’s state of mind.
Beta (13Hz - 30Hz) is the state of normal, wakeful consciousness.

When working, driving, speaking, etc. ... it is in Beta. A high
activity of Beta frequency sometimes is associated with anxiety,
panic and stress.
Alpha (8Hz - 12Hz) is the state of light relaxation, calm and

focused mind. The Alpha state is called the high learning state,
because the brain seems to be more receptive and opened to
new information. People who meditate tend to do do in the Alpha
state.
Theta (4Hz -7Hz) is the state of deep relaxation. Dreams and

deep meditations are frequently associated with the state of
Theta. Additionally, recent research indicates that this state might
actually be the optimal learning state.
20
Delta (0,5Hz - 3Hz) is the slowest brainwave pattern. Research
shows that maintaining awareness in Delta pattern it can open the
way to the unconscious. Strong evidence exists as well that this
may be the state where mental and physical healing occures as
well.
What if there was a way of training the brain to go to these different

states spontaneously? Is it possible to induce the brain to any
state of consciousness desired?
During contacts, Zelcovitch (2009) teaches that all brainwave

patterns are important to mental functions. Due to the current
life system, it has become more and more difficult for the body
and the mind to return to a state of tranquility. This is the biggest
reason to relearn or to train the way in which to recover full health
and to rejuvenate.
Experiments and research in the effects and applications of BWE are

being carried out in universities and between health professionals
and educators.
Some benefits of BWE can include… the aid of concentration,

creativity, memory, relaxation, motivation, more deep conscience,
promoting long term emotional growth, clarity in ideas, stress
and ache relief, help with Attention Deficit Disorder (ADD) and
Attention Deficit Hyperactivity Disorder (ADHD), learning, energy /
vitality, inspirations, intuition / perception, objectivity / attention,
solution of problems and, much more.
One of the easiest ways of stimulating the brain is through the

ears by exposing them to a firm and precise pulsed/beat patterns.
These patterns of sound work naturally with the brain and can
produce incredible effects. The tendency of the brain to tune into
and match to the external stimulus’s frequency is called Frequency
Following Response (FFR).
21
The author of the System suggests that it is easier for the brain
to begin with a frequency close to the state of the listener and
then to gradually vary it to the desire state. As our brain keeps
on increasing its exposure to the stimulation, the FFR becomes
responsible for a remarkable and totally natural change. The brain
is led to create new neural pathways, changing the standards of
transfer of perception of information and creating new ways of
experiencing the world.
His research is linked to the studies of Professor (honorary) David

Seiver CE, whom he finds to be the world-wide leader in these
studies for he has been doing it and recognized as so for over
thirty years. The following citation provides an insight to the un-
derstanding of this renowned scholar:
“Since the discovery of photic driving by Adrian and Matthews,

in 1934, much has been discovered on the benefits of Brainwave
Entrainment (BWE) or Audio-Visual Entrainment (AVE), as it is
commonly known today. Studies are now available on the effec-
tiveness of AVE in promoting relaxation, hypnotic induction and
restoring somatic homeostasis, plus improvement cognition, and
for the treating ADD, PMS, SAD, migraine headache, chronic pain,
anxiety, depression and hypertension.” 3
In this article, Siever presents an historical entrainment, as well

as, it illustrates the functioning of its audio-visual program and
how it positively influences the way of living. This program is
similar to the TMM System, however with the addition of a visual
stimulant concomitant to that of sound.
3
SEIVER, Dave. Audio-Visual entrainment: History and Physiological Mechanisms.
Available at: < http://www.mindalive.com/articleone.htm> Accessed on: 12 May 2009.
22
Another discovery from Professor (honorary) Seiver was to
use brainwave entrainment in his program AVE (Audio-Visual
Entrainment) to relieve pain and to improve and lessen the effects
of anxiety and fear.
“A great quantity of sets of temporomandibular disorders and

myofascial disorders are activated in relation to anxiety and fear
as answers for challenging tasks, auto-criticism and daily stress.
AVE as a passive meditation seems to effectively relieve these
symptoms.” 4
In another study Seiver illustrates like his program AVE, based

on brainwave entrainment that it can help in the treatment of
affective disorders by removing the job of anti-depressants.
“Seasonal Affective Disorder (SAD) affects people from all nations,

and not only those who are near to the poles of the Earth as
might be thought. The treatment of SAD has been traditionally
treated with the use of anti-depressants, and, more recently
with light box therapy. Audio-Visual Entrainment (AVE) has also
been shown beneficial in the treatment of this genetically based
effective disorder and it’s related to anxious, depressive, and
dietary conditions.” 5
Seiver defends the efficiency of his program in aiding in the

improvement of attention and learning.
4
SEIVER, Dave. Audio-visual entraiment. Available at:: < http://www.mindalive.com/
articletwo.htm> Accessed on: 12 May 2009
5
SEIVER, Dave. Audio-visual entrainment: the application of Audio-visual entrainment
for the treatment of Seasonal Affective dirorder. Available on: < http://www.mindalive.
com/articlefour.htm> Accessed on: 12 May 2009
23
“A variety of disturbances, such as anxiety, depression and
Oppositional Defiant Disorder (ODD), are very often co-morbid
with ADD, thus creating a plethora of complications in treatment
procedures. Audio-Visual Entrainment (AVE) is helpful in the
treatment of ADD/ADHD. AVE has a great influence on the large
diffusion of the dominant cortex in terms of frequency. AVE also
has shown to produce dramatic increases in cerebral blood flow.
Several studies involving the use of AVE in the treatment of ADD/
ADHD and its related disorders have been concluded. AVE as a
treatment modality for ADD/ADHD has produced wide-spread
improvements, including secondary improvements in IQ, behaviour,
attention, impulsiveness, hyperactivity, anxiety, depression, ODD
and reading level. In particularly, AVE has proven itself to be
efficient and affordable in children’s treatment with special needs
in a school setting.” 6
In view of the proposed study, and to conclude to the contributions

from this researcher, let’s review a passage from an article which
establishes the neurobiology of the affective disorders and the
clinical relation of audio-visual entrainment.
“The author discusses the origins of mood and aggression from a

neurobiological and evolutionary / genetic point of view. Affective
disorders pertain to emotional disorders, more commonly
depression, anxiety and mania. Affective disorders have deep
effects on violence, the ability to love, sleep, health, sexuality,
longevity, ethics and so much more. Trauma is the neurologic/
somatic / social outcomes of the perception of life events. (...).
Audio-visual entrainment plays a part in raising the perception
threshold and in recovering from affective disorders, whether they
are trauma-based or not. The aftermath of trauma and affective
6
SEIVER, Dave. Audio-Visual Entrainmento: Applying Audio-visual Entrainment
Technology for Attention and Learning. Available at: < http://www.mindalive.com/
articlethree.htm> Accessed on: 12 .May 2009.
24
disorders are so profound that all approaches that might help in
the recovery must be considered”. 7
1.2 TMM SYSTEM SOUND WAVES
The TMM System is formed by several sounds or sound waves

that are able to promote inner-self improvement in human beings
through the entrainment of brain waves,
1 - Isochronic and Monaural Waves - Neural Synergy;
2 – Isochronic and Monaural - Eden Energy Waves Dynamics;
3 – Emotive Brainwave Hypnosis
4 - Good Night, Sleep Well
5 – Schumann Resonance Meditation
6 - Subconscious support for Health and Wellbeing
7 - Subconscious support to Subliminal Prosperity
8 – Whole Brain Gratitude Meditation
Professor (honorary) Zelcovitch uses them in accordance with

the clients he sees and takes into consideration the desired
objectives, since each one will bring considerable reflexes to the
brain activity.
In the actual monographic study, the author will only be using two
of the waves of the System, Isochronic or Monaural Neural Synergy
and Isochronic and Monaural Eden Energy Waves Dynamic. This
will take upon the peculiarities of the research according to the
co-director suggestion; creator of the System.
7
DAVE, Seiver. Audio-visual Eentrainment: The Neurobiology of Affective Disorders
and Clinical Applications of Audio-visual Entrainment. Available at: < http://www.
25 mindalive.com/articlefive.htm> Accessed on: 12 May 2009
1.2.1 EDEN ENERGY WAVE DYNAMIC
Eden Energy Wave Dynamic is a wave projected to help with

the inevitable loss of action, motion, and which has a tendency
to happen in any type of program of self-help or personal
development.
This recording has a different and distinct pattern that goes to

each of the two hemispheres of the brain separately. It increases
the levels of energy, while it simultaneously, silences the voices
that have a tendency to stagnate ones being because of its
influence in thinking too much or causing fear.
This allows the user not only to develop, but also gives them a
brain exercise that can contribute in the reorganization of the
brain to a higher level of functionality.
It must be heard with the help of stereo ear phones so that each
hemisphere of the brain registers its stimulating frequency while
paying attention to the objectives of its creation. Half varies in
Alfa frequency while the other half in Beta frequency.
The System makes the recordings available to the user in a

variety of stimulation patterns which include varying pitches as
well in order to accommodate the users personal taste which can
factor in to the overall effectiveness of listening.
26
1.2.2 NEURAL SYNERGY
This recording is specifically designed to help in reorganizing the

brain to a higher level, and thus allow the user to execute more
complex tasks in a simpler way than before.
It starts its zone of influence in Beta frequency and then moves

to Theta levels, thus facilitating the user to reach the desired
improvements.
The system makes the recordings available to the user in a variety

of stimulation patterns which include varying pitches as well in
order to accommodate the users personal taste which can factor
in to the overall effectiveness of listening.
1.2.3 ISOCHRONIC AND MONAURAL
The isochronic tone has a beat that is shaped as a square (the

pulsation is completely separate), and the monaural goes up and
down each one joined at the bottom in a gentle transition (similar
to waves on a lake or the ocean).
Theoretically, the Isochronic tones are “stronger” and the monaural

tones are gentler on the mind/body system.
The main difference between these two tones of sound waves is

the shape of the difference between the “peaks” and “valleys”
of the wave which determines the reaction of the brain to the
stimulating sounds according to graphic representations measured
from a sample of 1 (one) second to a frequency of 10 (ten) Hz.
27
BINAURAL TONES
ISOCHRONIC TONES
MONAURAL TONES
Zelcovitch takes a close look at the binaural tones and realizes that
there is a very small difference between the peak of the wave and
its lowest side. It is the size of the difference between the highs
and lows of the wave that determines the strength of the brain
reaction to the stimulating sounds. He explains that it is for this
reason that his system uses the isochronic and monaural stimulation
patterns, As they are much more efficient than the binaural tones
and other types of stimulation. The waves produced by isochronic
and monaural tones are much more evident in its highs and lows
and therefore, much more efficient with respect to entrainment.
The two models might deliver different sensations between people.

Studies illustrate that the entrainment is more effective if the
listener likes the sounds heard.
28
This means that if the user likes the Monaural better than the
Isochronic, it is possible then that that one will produce better
results, though the first is stronger.
Therefore, the creator of the system mentions that what is

important is the pleasurable adaptation of one tone to another so
that it provides better results.
By taking this into consideration, the author exposes the reader

to the implementation of Costa Verde Military Police Academy, the
Official Student and the student professional competence profile
and how it connects to the various job duties.
2. MPMT TRAINING EDUCATION
The legality of teaching in the circle of the Corporation was

submitted to several hearings, according to the document 8
prepared by the Costa Verde Military Police Academy (CVMPA).
Initially, Law no. 4.024/1961 which established the regulations and

the national curriculum basis which would leave the education of
the Military Police at a Federal level, contributed to the integration
of the Institution using the models established by the Ministry of
Defense.
In 1969 the Federal Constitution attributed to the Union the

competence to legislate on Education and Training of all Military
Police. This was because the constitution defines the Military
Police as “Auxiliary Strength and Army Support”. However, Law
no. 5.692, 11.08.1971, which establishes the regulations and the
basis of national education, it appealed for a specific law in the
Military Education.
8
EMBASAMENTO legal. Diagnóstico da Academia de Polícia Militar Costa Verde –
29 PMMT, pg. 14, Várzea Grande, March. 2005.
Hence, on basis of Article 68 of the Federal Law no. 5.692 signed on
03.01.94 under Law no. 6.388, it established the Education system
of the Military Police of Mato Grosso State (PMMT). The system’s
purpose is to provide to its respective applicants training for the
job functions including other predicted tasks of the organization,
as well as providing education to its members through planning,
co-ordination, control, execution and evaluation.
2.1 COSTA VERDE MILITARY POLICE ACADEMY
Costa Verde Military Police Academy was founded under Law no.
5.177 on the 27 of November of the year of 1987, as described
in article 1, “in verbis”: “Art. 1 – Funded the Military Police
Academy of Mato Grosso State”.
Its foundation was due to the necessity of having officers educated

with the professional characteristics needed to attend to the
peculiarities of Mato Grosso State and the pledge from Pinto
Martins Côrrea, Colonel of the Military Reserve Pay, who highly
contributed for this dream to become a reality.
It is interesting to note, that even though, “in paper” the Academy

was already existing, it only became official through Decree no.
3.145 on 06 of July of 1993, which added the location of the
Military Police Academy as per the following, “ Art.1. The Military
Police of Mato Grosso State is now operational and resides in the
municipality of Varzea Grande – Mato Grosso”.
30
In a documentary analysis 9 , it demonstrates that the Academy’s
activation coincided with the Officer Intensive Training Course that
sheltered officers from the Brazilian Army which later would be
part of the police curriculum of the Military Policy of Mato Grosso
State.
Nevertheless, the first group of officer students selected through the

university entrance exam, during the time managed by the Federal
University of Mato Grosso, which was the “Pioneer” that properly
enrolled and selected, on the 01 of March of 1994, completed its
military academic period after the end of three years, 1996.
The years went by and presently the Academy teaches its fourteenth
Officer Training Program; it continues to deliver leaders and
managers from the Military Police-Mato Grosso.
The name given to the Military Police Academy is the name of the
district from the city of Varzea Grande where the institution is
located, Costa Verde.
2.2 OFFICER TRAINING PROGRAM
The afore-mentioned document 10 , written by the Academy, reveals

that the Training Program for Officers is part of the higher education
level for Junior and Intermediate Officers, with duration of three
years, in which the officer students will be constantly selected
and educated on moral, intellectual and professional technical
competence. It raises military police aptitudes by guarantying a
better condition in health and physical energy which are essential
to an Officer. To regulate the military academic activities,
9
CRIAÇÃO da Academia de Polícia Militar. Diagnóstico da Academia de Polícia Mili-
tar Costa Verde – PMMT, pg. 9-11, Várzea Grande, March 2005.
10
REGULAMENTO do Curso de Formação de Oficiais. Diagnóstico da Academia de
Polícia Militar Costa Verde – PMMT, pg. 14-15, Várzea Grande, March 2005
31
the Decree no. 3.144, of 06.07.93 (OTPR) was instituted which
regulates the Officer Training Program Regulations of Mato
Grosso State.
The following are some of the mandatory requisites in the

registration of the candidate: passing grade on the university
entrance exam, up to date with its electoral obligations, civilian
status, up to date with the military service, no criminal record,
Brazilian born, among others.
In this competition the best candidates will be selected in

the aspects of intellectuality (through the university entrance
exam) and physical (odontologist and psychologist), according
to regulations and standards practiced.Along the three years,
students will be constantly evaluated and selected so that
skills or personal difficulties are found, and conditions for
improvement if necessary. The purpose is to help on their
professional progress by working with each one of them who
presents less progression on designated functions.
Being an institution of education, one of the ways to evaluate is

to check the students knowledge by administering mandatory
regular testing and a final test, practice or theoretical, in
accordance with the course.
Another form of evaluating the student is verifying their

adaptability (confidential character), which will be carried out
by a judging commission which judges on school behaviour,
moral attributes, military police spirit and physical capacity.
32
2.3 OTP EQUIVALENCE TO A BACHELOR’S DEGREE 11
Some officers enrolled in the Academy went through some difficulty

time due to having the program be compared to a university level
degree. This was resolved by the Board of Education through
subsection no. 253/96.
Along the same page, in 09.12.2003, through subsection

no. 428/003, the Board of Education recognized the OTP as a
Bachelor’s Degree in Public Safety, and retroactive the decision
to the candidates of the year 2000.
2.4 PROFESSIONAL COMPETENCE PROFILE
Dival Pinto Martins Correa, MPRP Colonel, published the ordinance

no. 02/DE/96 12 from 08.11.96, which discusses the subject
in question, and thus as per article 1, in verbis, “Art. 1. The
professional competence profile STANDARDS are approved for
the psychological examination for the Officer Training Program
candidates, attached to this… ” (originally in italics)
The material that is according to the present ordinance follows

a psychological teaching guideline created by the team of the
Academy:
“The Psychological Evaluation is a procedure which allows to

investigate specific characteristics of the personality and aptitude
of a person (...).
EQUIVALÊNCIA do CFO ao nível superior. Diagnóstico da Academia de Polícia Militar

11
Costa Verde – PMMT, pg. 16, Várzea Grande, March 2005.
12
POLÍCIA MILITAR MT. Portaria nº. 002/DE/1996 de 08 de novembro de 1996. Aprova as
normas do perfil profissiográfico para o exame psicológico dos candidatos ao Curso de Formação
33 de Oficiais. In: Boletim Interno Comando Geral, PM-MT, n. 775, p. 6124, 6 mar. 1997
In the case of the Military Police for the Officer Position, a description
and analysis where conducted to determine the requisites and
characteristics that the applicant most possess. In other words,
once the information for the job position given by the institution is
obtained and the characteristics needed for the job are established,
a professional competence profile is outlined containing the
psychological attributes necessary.”
The following quote explains that even though the Military Police
of the State has its tangent peculiarities off what Junior and
Intermediate students must possess for executing the demands
of their job, it exists a national parameter, in other words, the
Brazilian Labour Classification (CBO) 13, linked to the Ministry of
Labour, describes the qualifications required by officers, 2nd and
1st lieutenants and Captain of the Military Police (competence
given by the OTP) besides attributing a code.
“0203-05 - 1st Lieutenant of the Military Police / 0203-10 –

2nd Lieutenant of the Military police
Platoon commander, coordinates ostensible, reserved and
veiled policing; advisory body, human resources and logistics,
participates in action planning and operations, executes case and
administrative military proceedings, acts in the co-ordination of
social communication; promotes technical studies and professional
training.
0202-05 - Captain of the Military Police

Commands operations of ostensible police officers, plans actions
of ostensible policing, and develops communitarian policing. In
addition, manages police stations and reinforce command, enforce
disciplinary action and is part of the Military Judicial Police.
CLASSIFICAÇÃO brasileira de ocupações. Avalilable at: <http://www.mtecbo.gov.br/

13
34 cbosite/pages/pesquisas/BuscaPorTituloResultado.jsf.> Accessed on: 14 July 2009.

In relation to the document from the psychology sector at Costa Verde
Military Police Academy, it emphasizes an element of vital importance of
this project; in other words, the topics assessed by the Military Police-
Mato Grosso professional competence profile for the officer career
are:
1 - Interpersonal relationship
2 - Leadership
3 - Initiative
4 - Adaptability
5 - Verbal fluency
6 - Skill, Agility
7 - Logical reasoning
8 - Sociability
9 - Emotional maturity - Promptness
10 - Emotional balance
11 - Appropriate Tolerance to Frustration
12 – Insight Capability
13 - Attention
14 – Memory.
35
The following is the proceeding adopted by other Federal States when
selecting candidates, such as from the respectable Military Police
of Santa Catarina 14 , which presents the following as part of their
professional competence profile:
1. Emotional Control (self-control)
2. Anxiety
3. Anguish
4. Impulsiveness
5. Self-confidence
6. Resistance to Frustration
7. Potential of Cognitive Development
8. Aggressiveness
9. Work Disposition
10. Initiative
11. Leadership Potential
12. Sociability (interpersonal relationship)
13. Flexibility of Conduct (flexibility)
14. Creativity
15. Verbal fluency (communication)
16. Signs of Phobia
17. Responsibility
18. Ambition
19. Assertiveness
20. Courage
21. Discipline
23. Perseverance
14
PERFIL profissiográfico exigido na avaliação psicológica. Accessed at: < http://www.
acafe.org.br/new/concursos/cfo_pmsc_2009/download/Avalia%C3%A7%C3%A3o%20
36 Psicol%C3%B3gica%20-%20perfil%20profissiogr%C3%A1fico.pdf> Access at:19 jul. 2009.
In view of the psychological tests available “Concentrated Attention
“ and Polygraph, the author lists the variables to be checked as
samples: concentrated attention, aggressiveness, anxiety, fatigue
and productivity.
For this reason, the professional competence profile of the PMMT

was chosen, as described below:
6 - Skill / Agility. Capability to show agility, cleverness,

quickness.
10 - Emotional balance – Control. Must have the capability to

control aggressiveness, but while at work be able to show it
appropriately when necessarily. He could present anxiety during
difficult situations and of higher pressure, but controlled, avoiding
panic. He must have control of his own impulses but without
losing initiative.
11 - Appropriate Tolerance to Frustration. Capability for tolerating

limits, daily activities and subordination to orders. Resistance
and firmness during consecutive failures but with the ability for
self awareness by finding opportune and productive moments
that tests his tensions and stresses. Capability of being creative
though frustrated and depreciated.
12 – Insight Capacity. Capability for noticing his own attitudes;

to face the demanded situations such as potential and difficult
ones.
13 – Attention (awareness). Capability of spontaneous attention

on daily activities.
37
These definitions are part of the psychological requisites demanded
for the military officer position, which deserves a more specific
approach in relation to these variables in comparison to those verified
as samples in that research.
Category number 6 (six) with the variable research on fatigue, in other

words, student capability in resisting fatigue so that he manages to
perform his academic activities. This category is fundamental in the
academic exercises and even more under the police exercises which
often exceeds 24 (twenty four) continuous hours.
Category number 10 (ten) with the variables of anxiety and

aggressiveness, characterizes the ability of the student when
faced by countless unusual and unforeseen situations resulting
from the profession, in which he can maintain control of anxiety
and aggressiveness in acceptable situations. The police officer in
his daily tasks must demonstrate an emotional effective control on
his conduct. He is also able to maintain the levels of anxiety and
aggressiveness in a manner that do not compromise his ability to
act or when situations arise.
Category number 11 and 12 with the variable productivity, in relation

to the student, that he is able even during circumstances in which
he stands out “victoriously” or “defeated” to keep on producing
quantitative and qualitatively. The amount of work, the exhaustive
journey, the social pressures and the compromise of being 100 %
(hundred) correct on the attitudes, creates considerable obstacles
for a police officer and as such, his training must contain exercises
that test his behavior so that his productivity does not drop.
38
Category number 13 with the variable concentrated attention,
essential for the operational performance of the officer, since any
final police exercise, attributes to his vital condition, his capacity
of perception and observation, especially during the rescuing of
lives.
As such, it is then understood that the possible variables to

be assessed under the psychological tests are specified in the
professional competence profile from the Military Police-Mato
Grosso, under its professional team of psychology. It is clear
that the proposed objective in this research is only to verify the
influence of these variables before and after being exposed to the
TMM System.
3. MATERIALS AND METHODS
This is an experimental research with the objective to verify

the influence of The TMM System in the performance of 1 st year
officer students enrolled in the Officer Training Program at Costa
Verde Military Police Academy. The research was conducted on 21
(twenty one) 1 st year students registered at Costa Verde Military
Police Academy.
The research was subjected to two experiments called Experiment

“1” and Experiment “2”. Experiment “1” is comprised of
psychological tests, Concentrated Attention and Polygraph, before
exposure to the TMM System. Experiment “2” is comprised of
psychological tests, Concentrated Attention and Polygraph, after
exposure to the TMM System, in which its intent is to check the
level of the following variables: concentrated attention, anxiety,
aggressiveness, productivity and fatigue.
39
3.1 POLYGRAPH TEST
The polygraph test represents an analysis of the lines traced in

paper which reveals the personality of those tested. The creator
of this test in Brazil was Doctor Agostinho Minicucci:
“The polygraph test was created and prepared by Professor

Salvador Escala Milá from the Psychotecnical Institute of Barcelona,
Spain. In Brazil, the validation of this technique was performed
by Professor Agostinho Minicucci while he was the Director of the
Faculty of Philosophy, Sciences and Letters of Botucatu and Teacher
of Psychology (1960). He introduced in this school, the Centre of
Studies of Graphoanalyses (Writing Analyses) and Graphic Tests,
where it conducted studies to validate this technique. Its use was
spread more widely in the 70. (...) The polygraph test can be
defined as personality evaluation on basis of graphic expression.
The sheet of paper represents the world in which the individual
places himself effectively and the way he connects to the outside
world; through the lines traced. While writing, we project on
paper symbolic forms, vivid to us, which express our inner life,
in other words, we modify the traditional or calligraphic forms in
accordance with the conscious ideas and the unconscious images
that determine our personality. The sheet of paper acts as the
world where we evolve, and each written movement is symbolic
of our behaviour in this world. We can reckon then that all
movements, all human gestures are rich in meaning and compete
for the expression of the personality as a whole.” 15
VISÃO geral dos testes psicológicos. Available at: < http://www.estacio.br/site/

15
psiconsult/cursos/2003_1/visaogeral_testepsicologicos.pdf> Accessed on: 19 July

2009.
40
The execution of the test consists in tracing lines in a blank sheet of
paper (A4) with a pencil in a fixed manner (from top to bottom) after
pre-determined models (lines printed in the paper). The duration is
five minutes and for each minute the applicator gives a sign and
the person being tested traces a line in the paper and they continue
until it ends.
After the tracing, each person tested counts how many lines it
managed to do in the stipulated time and is then up to the psychology
technician to analyze the written lines in quantitative and qualitative
level.
3.2 CONCENTRATED ATTENTION TEST
The psychological test of Concentrated Attention checks the capacity

of directing or focusing the attention, in a determined time, in order
to distinguish small details.
“The Concentrated Attention Test is a national publication by Suzy

Vijande Cambraia, published by Vector Psico-Pedagógica Publisher,
whose objective is to assess the capacity of the individual in
maintaining his concentrated attention to work for a period of
time. It is made up of stimulus organized lines; the individual must
recognize which stimulus are the same as indicated by the patterns
in the model. It is carried out in 5 minutes so that the ability to
work can be measured quickly and how attentive is to the task”. 16
16
KROTH, Idione. Estudo sobre o Perfil Psicológico de um Grupo de Operadores de
Telemarketing em uma Empresa de Call Center. Palhoça: UNISUL, 2007. Graduação
(bacharelado em psicologia), Faculdade de Psicologia, Universidade do Sul de Santa Catarina,
41 2007.
The test was carried out in five minutes and the participants looked at
three pictures while attempting to identify, between other ones and soon
after the psychologist technician signals to stop, the highest possible
number of check marks of the figures seen in the determined time.
It was up to the technician to register the quantity of figures marked
correctly, the omissions (figures that should be marked and were not)
and the level of classification in accordance with the test correction
chart.
3.3 1st YEAR OFFICER TRAINING PROGRAM

STUDENTS
The 1st year Officer Training Program is made of 31 (thirty one) students,
of whom, 21 (twenty one) are from Mato Grosso State and 10 (ten) are
from South of Mato Grosso State.
The 1st year OTP students were selected by the open competition that
included medical, psychological and physical evaluation known to the
author. Another relevant factor was that OTP already had notebook’s and
/ or mp4 including ear phones thus facilitating the use of the sounds.
Nevertheless, the main factor for selecting them was the assurance
that they would not cause big embarrassments to this research during
the two weeks period which there could not be any absences in any of
the sessions that took place two times a day. Obviously this was very
difficult in the military police unites due to their schedule of days off,
changes to services (captures, operations), among others.
42
It is important to mention as well that since the Officer Training
Program is offered at the Academy and the author is one of the
instructors of that institution, the Commander and his pedagogic
team provided full support to this research academically and time
availability; after all, the time spent on formatting the monograph,
including tests, was approximately one month and a half, of which
fifteen days was spent on study travels.
For these reasons if a police officer would be absent to any of the

sessions it would compromise the results of the research.
3.4 EXPERIMENT “1”
The research was conducted with 21 (twenty one) officer students

from the 1 st year Officer Training Program, Costa Verde Military
Police Academy, situated in Varzea Grande-MT. The tests were
conducted by psychologist, Célio Heli Batista on the 29 of June of
the current year (2009), at 07:45 in the main room.
The participants mentioned above participated initially on a

psychological test called CA (Concentrated Attention) and, as the
name suggests, the aim was to identify the participants’ level of
attention.
Next they were subjected to a polygraph (PLG) psychological test

which is an evaluation of the personality with the possibility of
raising numerous variables; however, for this research the variables
in question are anxiety, aggressiveness, fatigue and productivity.
43
3.4.1 PROCEEDINGS
Firstly, the students received a project orientation instructed by the

author at which time they were advised of the requirements of being
subjected to psychological tests in verifying the levels of specific
psychological variables. In addition, after formal voluntariness of
each student (see attached Volunteer Acceptance Letter) and the
collegiate (see attached for Ethical Regulation as per Art. 3rd, §2º
Monograph Regulations), the psychological evaluation was hence
scheduled.
The same psychology technician applied the CA and PLG tests that were
carried out for approximately 45 (forty five) minutes, and thoroughly
explained the details of implementation and file completion. During
all the phases, the technician was accompanied by the researcher.
3.5 EXPERIMENT “2”
In this experiment, differently from experiment “1”, the 1st year

students before being tested were submitted to the sounds of the TMM
System. They heard two of the sound waves from the system, Neural
Synergy (Isochronic or Monaural) and Eden Energy Wave Dynamics
(Isochronic or Monaural), for a period of two weeks, twice daily.
They heard the sounds twice a day at 06:40 am and 4:00 pm, during
two weeks, each one for the duration of 30 (thirty) minutes. They
heard the energy dynamic in the morning and the neural synergy
in the evening period. The technology used for the listening of the
sounds was mp3 or notebooks, with the use of ear phones.
44
It was necessary the adaptation of time-tables for the sessions,
given that on the weekends, students were employed in policing
in the capital (03/07 to 05/07 and 10/07 to 12/07); thus, there
was a need to revise the time-tables previously established.
During these weekends, they heard the waves of energy dynamic
for one hour and a half after waking up and the neural synergy
in the afternoon, in their rooms, without the supervision of the
researcher.
During the weekdays, the researcher accompanied them in the

listening room in the morning, as well as in the afternoon.
Once the period of exposure to the TMM System ended, the

research sample went through a retest, with identical proceedings
to subchapter 3.4 applied on the 14 of July of 2009 at Costa Verde
Military Police Academy by psychologist, Célio Heli Batista, from
8:00 to 08:45 am.
3.6 PRE-TEST
During the period of familiarization with the material, the author

exposed himself to the sound tests for one month and a half; and, in
constant contact with the creator of the TMM System established a
methodology of comparison according to the research performed.
It is important to note that the same sensations experienced by

the author on the monographic test were shared by the students,
especially, increased attention and sleep reduction.
45
4. RESULTS AND DISCUSSIONS
4.1 EXPERIMENT “1” RESULTS
On the 29 of June of 2009, Costa Verde Military Police Academy,

two psychological tests were performed on the participants, CA
and PLG, which provided the following data:
>> see next page >>
46
Chart 2 –
Experiment “1” Concentrated Attention Test Results
CONCENTRATED ATTENTION CA
Students Points Omissions Level of
Classification
1 133 14 A. High.
2 85 02 MD
3 121 04 High.
4 81 17 MD.
5 105 07 A.MD.
6 98 06 High.
7 145 02 MD.High.
8 71 75 MD.
9 119 03 High.
10 101 14 A.MD.
11 137 10 MD. High.
12 101 08 A.MD.
13 103 09 A.MD.
14 109 02 A.MD.
15 112 06 High.
16 66 24 MD.
17 130 06 MD. High.
18 98 00 A.MD.
19 115 11 High.
20 92 35 A.MD.
21 100 04 A.MD.
Note:
MD – Medium; A MD – Above Medium; High – High;
A High – Above High; M. High – Medium High.
47
Chart 3 –
Experiment “1” Polygraph Test Result
Students Polygraph Test PLG

No.1 No.2 No.3 No.4 No.5 Total
1 151 164 124 135 137 711
2 85 105 118 120 118 546
3 170 169 151 167 155 803
4 52 54 71 61 55 293
5 98 97 120 137 179 631
6 111 131 131 131 132 636
7 106 114 104 102 104 530
8 47 50 51 56 51 255
9 127 117 123 131 123 615
10 182 133 144 146 154 759
11 122 127 136 120 117 622
12 69 69 82 96 77 393
13 148 142 148 154 133 725
14 154 154 152 150 154 764
15 58 52 63 59 75 307
16 91 99 112 85 96 483
17 157 149 153 169 164 792
18 121 112 113 119 114 579
19 105 115 100 105 100 525
20 117 130 118 146 114 625
21 58 63 73 66 71 331
NOTE: no. 1 – number of lines traced in the 1st minute; no. 2 –

number of lines traced in the 2nd minute; no. 3 – number of lines
traced on the 3th minute; no.4 – number of lines traced on the 4th
minute; no.5 – number of lines traced on the 5th minute; Total –
total number of lines traced in 5 (five) minutes.
And as such, this was the data checked in the Concentrated Attention
“CA” test and Polygraph “PLG” in Experiment “1”.
48
4.2 THE TMM SYSTEM AUDITION
As stated, the methodology employed in this research

predicted that between Experiment “1” and Experiment “2”,
the participants where subjected to the TMM System sound
waves, with selective tones and variations of the System, two
times a day during two weeks, from the 29 of June to 14 of July
of 2009, as illustrated below:
>> see next page >>
49
Chart 4 – TMM System Listening Table
Obs. ID – Isochronic Dynamic Waves; MD – Monaural Dynamic Waves; INS – Isochronic Neural Synergy; MNS – Monaural Neural
Synergy; The numbers indicate the tonality of the sound waves available in the System.; M – Mourning; A – Afternoon; * - The student
finished listening in the afternoon of 05/07. ** -The student finished listening in the morning of 13/07.
50
4.3 EXPERIMENT “2” RESULTS
When the phase of listening ended they were tested again (retest)
to check the level of influence of the system in the variables:
concentrated attention, aggressiveness, anxiety, fatigue and
productivity.
4.3.1 CONCENTRATED ATTENTION TEST RESULTS
The retest was carried out on the 14 of July of this year (2009),
at CVPMA starting at 08:00 and finishing at 08:45 am, in which
it was observed that 95.23% (ninety five point twenty three)
increased their concentrated attention, after being exposed to
the System.
A total of 66.66% (sixty six point sixty six) of the test was omitted
due to students not fully completing the test.
The “CA” test is made up of figures that are shown to the students
and then mixed with other figures. The task is to identify them
as quickly as possible in that determined set. The omission is
identified in the correction when the person being evaluated did
not check a figure that should have been checked.
In this sense, it is possible to conclude that a total of 95.23%

increased their attention and a total of 66.66% besides improving
their attention it increased the quality of their attention, which
if taken into consideration with the police work it is of great
relevance.
51
The same example described previously (66.66%) is of the students
who changed their level of classification with the respective sounds
audition of the System. These classifications are supplied by the
data on the test, which is characterized of charts that, on basis
of pre-determined data, establishes the levels of classification:
middle, above average, high and very high.
The following charts and graphics illustrate the visibility of the

data retrieved:
Chart 5 –
Experiment “2” Concentrated Attention Test Results
STUDENTS CONCENTRATED ATTENTION TEST CA

Points Omissions Classification
level
1 138 05 MD. High.
2 121 12 MD. High.
3 137 03 MD. High.
4 88 11 A.MD.
5 124 03 A. High.
6 119 06 High.
7 146 01 A.High.
8 121 26 A. High.
9 136 02 A. High.
10 145 02 A. High.
11 143 04 A. High.
12 98 00 A.MD.
13 129 03 MD. High.
14 118 02 High.
15 132 07 MD. High.
16 101 44 A. MD.
17 146 01 A. High.
18 115 02 High.
19 118 07 High.
20 117 17 High.
21 110 08 High.
NOTE: MD – Medium; A MD – Above Medium; High – High;

52 A High – Above High.
Graphic 1 – Collective points obtained in the Concentrated Attention test
before and after exposure to the TMM System.
Graphic 2 - Collective points obtained individually from each applicant

on the Concentrated Attention test before and after exposure to the
TMM System.
53
4.3.2 POLYGRAPH TEST RESULTS
The polygraph test was carried out on the 29 of June and 14 of July of
this year, and the retest, after listening to the respective sounds of the
System, the following numbers were registered:
Chart 6 –
Experiment “2” Polygraph (PLG) Test Results
Polygraph Test “PLG”

Students No. 1 No. 2 No. 3 No. 4 No. 5 Total
1 162 141 161 192 190 852
2 126 139 140 159 152 716
3 200 132 190 154 165 891
4 70 76 62 71 66 345
5 177 177 188 132 201 935
6 143 137 167 178 192 843
7 144 129 123 128 129 686
8 113 166 105 103 103 530
9 128 125 116 122 146 637
10 176 184 170 150 149 829
11 144 155 154 150 146 749
12 92 92 98 90 87 459
13 172 167 170 171 163 843
14 97 94 93 112 100 496
15 61 58 63 98 126 406
16 119 115 140 148 151 673
17 179 173 172 186 185 895
18 115 106 112 113 113 559
19 133 123 117 135 139 647
20 194 201 196 190 193 974
21 85 88 73 89 83 418
Note: no. 1 – number of lines traced in the 1st minute; no. 2 – number of
lines traced in the 2nd minute; no. 3 – number of lines traced in the 3th
minute; no. 4 – number of lines traced on the 4th minute; no. 5 – number of
lines traced in the 5th minute; Total – number of lines traced in five minutes.
54
Experiment “2” demonstrates an increase of the variable
productivity of 90.47% (ninety points forty seven), and only two
students who represent 9.53% (nine point fifty three), a small
reduction not worth to notice.
It is noticeable as well a reasonable improvement, 28.57% (twenty

eight point fifty seven) of the productivity line, a decrease,
meaning an increase to resistance to fatigue.
It is very noticeable though the percentage of 61.90% (sixty one

point ninety) of those who maintained a productivity line similar
to the initial lines which represents an enormous advancement,
since the students had finished two weekends of intense work
and still maintained the rhythm of their academic activities,
among other tasks. The logic would be just the opposite, in other
words, after an intense work load, and for not doing their usual
Academic routines, they should have been exhausted; meanwhile,
the numbers show that more than half of the group managed to
control these rates and around 30% (thirty) increased.
The variables of aggressiveness and anxiety did not suffer

significant alterations, which represent a considerable gain,
because the students worked two weekends policing the capital
and were still attentive to their academic activities. This rather
could have brought an increase of aggressiveness and anxiety,
promoted by stress due to the work load that during that period
of the research was expanded, just as for example on the finals
of the Corporation.
Graphic number 3 and 4 gives us a better visualization of what

has just been discussed:
55
Graphic 3 – Collective points obtained in the Polygraph “PLG” test before
and after exposure to The TMM System.
Graphic 4 – Collective points obtained individually from each

applicant in the Polygraph “PLG” test before and after exposure to
The TMM System.
56
FINAL CONSIDERATIONS
With the calculation of the data it was clearly understood that

the students of this research, and with the listening of the TMM
System sounds, managed to increase their concentrated attention,
resistance to fatigue and productivity. This is impressing since the
variables anxiety and aggressiveness remained without significant
alterations even during daily routine interruptions. Instead, it
represented a gain because it is similar to have a police officer
work exhaustively and, due to the present technology, maintain
the same balance before conducting his work.
Certainly we have not obtained data that is more solid and

convincing, since during the weekends the listening of the sounds
was not supervised by the researcher.
Another obstacle that deserves to be mentioned was the absence of

a deeper evaluation of each participant, since Professor (honorary)
Zelcovitch suggests to begin with a close frequency of what the
listener is and to alter it gradually up until reaching the expected
objectives.
The proposed objectives were reached since the TMM System, is a

brainwave entrainment methodology, presented circumstantially, as
well as, the influence of the System was tested in the performance
of the 1st year officer students while executing their own activities,
incisively in the variables concentrated attention, productivity and
increase of resistance to fatigue. There was stability in the anxiety
and aggressiveness variables.
57
The hypothesis of the research was confirmed because the influence
of the System made an improvement, psychologically proved, in the
variables proposed, which defined the performance of the students.
It is important to note that the objective of the author, regarding this

research, was not to “invade” or refer to titles that he does not possess
(psychology, medicine, physics), but only, as part of management
of Public Safety, “to open a window” and to give visibility to possible
technological instruments that could be used by the Military Police with
a high performance of efficiency, as the collected data demonstrated.
As a professional of the Public Safety and instructor of police shutting

exercises, the author knows about the necessity of a product that, such
as TMM, it acts as the biggest investment of the Institution, which is
Man; improving its quality of life, providing the condition that will have
positive and direct repercussions in the employment of its services to
society and to the image of the PM.
We intend to continue this study by looking at other variables that

would need more time due to the complexity of the psychological tests
and its relation to the activities performed at the PMMT, in the sense
of looking for something that improves the performance of the military
police.
We thus suggest the following:
That the present monograph be analyzed by a multidisciplinary team

of psychologists, neurologists, Public Safety Management staff in which
the researcher would participate as co-helper.
58
That a deeper analysis is conducted on the System and that a
study is done on how to implement it in the Institution that even
though it is not a panacea, could be utilized as an instrument to
improve the quality of life of a Military Police.
59
BIBLIOGRAPHY
A INFLUÊNCIA da música na atividade elétrica do cérebro. Agência USP de

Notícias. São Paulo, 17 Oct. 2001. Available at: < http://www.usp.br/agen/
repgs/2001/pags/086.htm> Acesso em: 26 mai. 2009.
CASTRO, Clarindo Alves de. A INFLUÊNCIA DAS TÉCNICAS MNEMÔNICAS

NO AUMENTO DA QUALIDADE DAS INFORMAÇÕES DA ATIVIDADE POLICIAL
MILITAR. Várzea Grande: UNEMAT, 2008. Especialização (Gestão Organizacional
de Segurança Pública) Universidade do Estado de Mato Grosso,2008.
CLASSIFICAÇÃO brasileira de ocupações. Available at: <http://www.mtecbo.

gov.br/cbosite/pages/pesquisas/BuscaPorTituloResultado.jsf.> Accessed on:
14 July 2009.
DIAGNÓSTICO da Academia de Polícia Militar Costa Verde. Várzea Grande,

March 2005.
FURASTÉ, Pedro Augusto. Normas Técnicas para o trabalho científico elaboração

e formatação. 14.ed. Porto Alegre: S.N., 2008.
GUIMARÃES, Liliana Andolpho Magalhães; GRUBITS, Sonia (orgs.). Saúde

Mental e Trabalho, vol. I.- São Paulo: Casa do Psicólogo, 2000.
I-Doser. WIKIPEDIA, Encyclopedia. Available at: <http://pt.wikipedia.org/

wiki/Idoser>. Accessed on: 17 April 2009.
JACQUES, Maria da Graça; CODO, Wanderley (orgs.). Saúde Mental & Trabalho
– Leituras. – Petrópolis, RJ: Vozes, 2002.
KROTH, Idione. Estudo sobre o Perfil Psicológico de um Grupo de Operadores

de Telemarketing em uma Empresa de Call Center. Palhoça: UNISUL, 2007.
Graduação (bacharelado em psicologia), Faculdade de Psicologia, Universidade
do Sul de Santa Catarina, 2007.
LIMONGI FRANÇA, Ana Cristina; RODRIGUES, Avelino Luiz. Stress e Trabalho:

uma abordagem psicossomática – 3ª ed. – São Paulo: Atlas, 2002.
MARCONI, Marina de Andrade; LAKATOS, Eva Maria. Metodologia Científica.

5.ed. São Paulo: Atlas, 2008.
MORAES, L. F. R. & KILIMNIK, Z. M. As dimensões básicas do trabalho, qualidade

de vida e stress: uma análise em profissões de impacto na sociedade. Belo
60 Horizonte: CEPEAD/UFMG, 1992. Relatório de pesquisa.
PERFIL profissiográfico exigido na avaliação psicológica. Available at:
< http://www.acafe.org.br/new/concursos/cfo_pmsc_2009/download/
Avalia%C3%A7%C3%A3o%20Psicol%C3%B3gica%20-%20perfil%20
profissiogr%C3%A1fico.pdf> Accessed on: 19 July 2009.
POLÍCIA MILITAR MT. Portaria nº. 002/DE/1996 de 08 de novembro de 1996.

Aprova as normas do perfil profissiográfico para o exame psicológico dos
candidatos ao Curso de Formação de Oficiais. In: Boletim Interno Comando
Geral, PM-MT, n. 775, pg. 6124, 6 March 1997.
POTHIN, Hélio. O Poder da Música sobre o cérebro. Available at: <http:// www.
musicaeadoracao.com.br/efeitos/poder_musica_cerebro.htm > Accessed
on: 25 mai. 2009.
SEIVER, Dave. Audio-Visual Entrainment: History and physiological

mechanisms. Available at:: < http://www.mindalive.com/articleone.htm>
Accessed on: 12 May 2009.
SEIVER, Dave. Audio-Visual Entrainment Available at:: < http://www.

mindalive.com/articletwo.htm> Accessed on:: 12 May 2009.
SEIVER, Dave. Audio-Visual Entrainment: The application of audio-visual

entrainment in the treatment of Seasonal Affective Disorder. Available at: <
http://www.mindalive.com/articlefour.htm> Accessed on: 12 May 2009.
SEIVER, Dave. Audio-Visual Entrainment: Applying Audio-Visual Entrainment

Technology for Attention and Learning. Available at: < http://www.mindalive.
com/articlethree.htm> Accessed on: 12 May 2009.
SEIVER, Dave. Audio-Visual Entrainmentl: The Neurobiology of Affective

Disordersa Neurobiologia de Desordens Afetivas and Clinical Applications
of Audio-Visual Entrainment.. Available at: < http://www.mindalive.com/
articlefive.htm> Accessed on: 12 May 2009.
SEVERINO, Antônio Joaquim. Metodologia do Trabalho Científico. 22.ed. São

Paulo: Cortez, 2002.
VISÃO geral dos testes psicológicos. Available at: < http://www.estacio.br/

site/psiconsult/cursos/2003_1/visaogeral_testepsicologicos.pdf> Accessed
on: 19 July 2009.
ZELCOVICH, Morry. Who would no want to use this new cientifically proven
technology to finally unlock your subconscious mind, and literally attract
luck, wealth and health into your life? Available at:: http://www.quantum-
mind-power.com/. Accessed on: 20 April. 2009.
ZELCOVICH, Morry. Reprograme/Reeduque seu cérebro para uma qualidade

de vida melhor. Personal Message. Message received <capottoni@uol.com.
br> on the 25 May 2009.
61
MILITARY POLICE
PUBLIC SAFETY MANAGEMENT SPECIALIZATION
VOLUNTEER ACCEPTANCE LETTER
I, Wilson Pereira Padilha Neto, 1st Year Police Officer Training

Program student, Costa Verde Military Police Academy, understand
the details of the research stated by MP Captain Óttoni Cézar
Castro, responsible for the selection of the participants registered
under the Officer Training Program I, accept to participate as a
volunteer of the above-mentioned research titled “The role of the
TMM System in the improvement of training performance on 1st
year students from the Military Police of Mato Grosso State”.
Várzea Grande-MT, 25th of June of 2009.
Wilson Pereira Padilha Neto – PM Student
62
MILITARY POLICE
I, Alexssandro Marcondes Fretag, 1st Year Police Officer Training

Alexssandro Marcondes Fretag – PM Student
63
MILITARY POLICE
I, Abner James Lopes Campos, 1st Year Police Officer Training

Abner James Lopes Campos – PM Student
64
MILITARY POLICE
I, Anderson Santana da Silva, 1st Year Police Officer Training

TMM System in improvement of training performance on 1st year
students from the Military Police of Mato Grosso State”.
Anderson Santana da Silva – PM Student
65
MILITARY POLICE
I, Aroldo da Silva, 1st Year Police Officer Training Program student,

Costa Verde Military Police Academy, understand the details of the
research stated by MP Captain Óttoni Cézar Castro, responsible
for the selection of the participants registered under the Officer
Training Program I, accept to participate as a volunteer of the
above-mentioned research titled “The role of the TMM System in
the improvement of training performance on 1st year students
from the Military Police of Mato Grosso State”.
Aroldo da Silva – PM Student
66
MILITARY POLICE
I, Bruno César Marques Kawahara, 1st Year Police Officer Training

Bruno Cesar Marques Kawahara – PM Student
67
MILITARY POLICE
I, Cleison Honório Nazario, 1st Year Police Officer Training Program

student, Costa Verde Military Police Academy, understand the
details of the research stated by MP Captain Óttoni Cézar Castro,
responsible for the selection of the participants registered under
the Officer Training Program I, accept to participate as a volunteer
of the above-mentioned research titled “The role of the TMM
System in the improvement of training performance on 1st year
Cleison Honorio Nazario – PM Student
68
MILITARY POLICE
I, Daniel Dias de Brito, 1st Year Police Officer Training Program

Daniel Dias de Brito – PM Student
69
MILITARY POLICE
I, Eros de O. Machado Pessoa dos Santos, 1st Year Police Officer

Training Program student, Costa Verde Military Police Academy,
understand the details of the research stated by MP Captain Óttoni
Cézar Castro, responsible for the selection of the participants
registered under the Officer Training Program I, accept to
participate as a volunteer of the above-mentioned research titled
“The role of the TMM System in the improvement of training
performance on 1st year students from the Military Police of Mato
Grosso State”.
Eros de O. Machado Pessoa dos Santos – PM Student
70
MILITARY POLICE
I, Gleison Dias dos Santos, 1st Year Police Officer Training

Gleison Dias dos Santos – PM Student
71
MILITARY POLICE
I, Heryk Henryk de Deus Pereira, 1st Year Police Officer Training

Heryk Henryk de Deus Pereira – PM Student
72
MILITARY POLICE
I, Jéssica Cristina da Silva, 1st Year Police Officer Training

Jessica Cristina da Silva – PM Student
73
MILITARY POLICE
I, Junior Cleiton de Araújo Cunha, 1st Year Police Officer Training

Junior Cleiton de Araujo Cunha – PM Student
74
MILITARY POLICE
I, Leonardo Domingos Gaspareto, 1st Year Police Officer Training

TMM System the improvement of training performance on 1st
Leonardo Domingos Gaspareto – PM Student
75
MILITARY POLICE
I, Lucas Maciel, 1st Year Police Officer Training Program student,

Lucas Maciel – PM Student
76
MILITARY POLICE
I, Luis Cláudio Loiola Nunes, 1st Year Police Officer Training

Luis Claudio Loiola Nunes – PM Student
77
MILITARY POLICE
I, Raissa Helena Amorim Farinha, 1st Year Police Officer Training

Raissa Helena Amorim Farinha– PM Student
78
MILITARY POLICE
I, Ronaldo Reiners, 1st Year Police Officer Training Program student,

Ronaldo Reiners– PM Student
79
MILITARY POLICE
I, Salomão Fernandes Ferreira, 1st Year Police Officer Training

Salomão Fernandes Ferreira – PM Student
80
MILITARY POLICE
I, Tiago Fernandes Luz, 1st Year Police Officer Training Program

Tiago Fernandes Luz – PM Student
81
MILITARY POLICE
I, Tulio Aquino Monteiro da Costa, 1st Year Police Officer Training

Tulio Aquino Monteiro da Costa– PM Student
82
GENERAL COMMAND
SUBSECTION NO. 12 CCDP/PMMT OF 20 OF OCTOBER OF 2008
POLICE MILITARY TRAINING PROGRAM
(CEGeSP/CAO/PMMT/2009)
MINUTES SESSION NO. 001/APMCV/CAO
On the twenty six day of the month of June of the year two thousand and
nine, Costa Verde Police Military Academy (CVPMA) in the main Command office
room, located in the city of Várzea Grande, State of Mato Grosso, attended
TEN CEL PM ANTÔNIO RIBEIRO LEITE, PROF. MsC LÚCIA REGINA DE
SOUZA, CAP PM DARWIN SALGADO GERMANO and CAP PM ALESSANDRO
GONÇALVES G. FERREIRA, President, Faculty Member, Course Co-ordinator
Representative and Member of the Student Body /Ad hoc Secretary, as per Art.
17 of the Public Safety Management – C.A.O, dated 03 of February of 2009,
opened session for the deliberation of the Research Project, presented by Official
Student ÓTTONI CÉZAR CASTRO SOARES – PM CAP with basis on §2º,
Art. No. 3 of the Monographic Regulation. The presence was confirmed of the
Officer Student, after the Document analyses. The President opened session
informing the individuals present of the objective of the session, the work
proposal of submitting OTP Students to the “TMM” method, and then followed
by mentioning of his preoccupation for not disclosing the names of the scientific
project, such as informing the amount of work load that the OTP Students would
have, including the preoccupation of such fact would interfere in the results of
the research, knowing that they possess only 6 months of active service and only
one supervised traineeship. The Official Student made known that such sounds
given to the students could carry some type of risk to them. The word was then
given to PM CAP DARWIN who showed preoccupation on the individuals chosen,
which are 20 (twenty) students from a total of 7000 (seven thousand) military
police officers, regarding the Behaviour of the Military Police and not of the
Students from the CVPMA. Sequentially, Professor LÚCIA took into consideration
the problem of lack of time to implement the research, and as part of the Board
of Examination of the Monograph analyzed of the sample in question, inclusive
brought out the following question posed to the Official Student: Why not have
qualified professionals rather than Students? As well, the Professor demonstrated
preoccupation on the dissemination of the research as well expressing doubt on
the sounds of the method that would be applied. The word was then given to the
Member of the Student Body who questioned if the OTP Students volunteered
to the research, and if there would be a legal document accepting the terms
of volunteerism, as well as, requested that CAP ÓTTONI be present during the
research so that he would have better understanding of it. PM CAP ÓTTONI began
by demonstrating to the members the method selected for the “TMM” , inclusive
by demonstrating some of the sounds used, emphasizing that the sounds do not
harm the hearing of human beings, and as well divulged that the Students from
CVPMA were chosen since they have gone through a physiotechnical test in
83
which no psychological problems were revealed; and since such Students went through that
exam not so long ago, and if there was another sample they would have to be submitted
to another exam, and due to the short period of time it would cause problems to the
execution of the research. In addition, the Official Student mentioned that his research
would not be regarding stress, but would be kept under the variables of aggressiveness,
anxiety, fatigue, among others. He also mentioned that he had been in the OPT Main
Room and explained the ethical questions of the research and obtained formal acceptance
from the students as well that his theme would not be regarding the Military Police but
rather limited to the CVMPA method where the Students would demonstrate efficiency as
per the research in question. Once all the present individuals spoke, and no other
questions were posed for discussion, it was deliberated the acquisition of the
Collegiate the authorization or not for the research to be done on human beings,
and its credibility. Thus, the following were the votes presented by the President
and Members: 1) TEN CEL RIBEIRO LEITE approved after the following demands: a) that
time off be given to the Students and that the research be integrated with ESFO by finding
alternatives that would not harm the Students; and b) that the data from the research be
restricted to CVPMA and its disclosure to be prior analyzed by the Collegiate; 2) PM CAP
DARWIN approved the project with the same demands as the President of the Collegiate;
3) PROFESSOR LÚCIA approved the project with the same demands as the President of the
College; 4) CAP GONÇALVES approved the project as long as the project is approved with
the demand that the research be directed to the Collegiate with the formal science of the
volunteer Students. It is to be known that, I, ALESSANDRO GONÇALVES GUIMARÃES
FEREIRA – PM CAP, Ad hoc Secretary, wrote and signed the following document, along
with the President and Members.
ANTÔNIO RIBEIRO LEITE – TEN. CEL. PM

College President
LÚCIA REGINA DE SOUZA – PROF.ª MsC

Faculty Member
DARWIN SALGADO GERMANO – CAP PM

Course Coordinator Representative
ALESSANDRO GONÇALVES G. FERREIRA – CAP PM

Member of Student Body
ÓTTONI CÉZAR CASTRO SOARES – PM CAP

Official Student of the C.A.O./2009
84

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An introductory note from Morry Zelcovitch,

creator of the “TMM” Brainwave Entrainment

What follows are the results of an independently funded research project

I was contacted by a representative of the Brazilian government some time

Morry Zelcovitch; Certified Brainwave Entrainment Engineer

TRAINING, DEVELOPMENT AND RESEARCH CENTRE

COSTA VERDE MILITARY POLICE ACADEMY

PUBLIC SAFETY MANAGEMENT SPECIALIZATION/

THE ROLE OF THE TMM SYSTEM IN THE IMPROVEMENT

OF TRAINING PERFORMANCE ON 1ST YEAR STUDENTS

FROM THE MILITARY POLICE OF MATO GROSSO STATE

ÓTTONI CÉZAR CASTRO SOARES

ÓTTONI CÉZAR CASTRO SOARES

THE ROLE OF THE TMM SYSTEM IN THE IMPROVEMENT

Monograph presented to the Police Officers Training Coordination

Director: Dr. Roberto Antônio Ticle de Melo e Souza

Monograph submitted to the Examining Board which consists of

Roberto Antônio Ticle de Melo e Souza

Célio Heli Batista

Cristiana Bezerra Dias

Notes obtained by student:

Gilberto Duarte Vitório

To Professor (honorary) Morry Zelcovitch for the safe and bright

To Professor Cirlene de Campos, psychologist, who had a decisive role

To Professor Célio Heli Batista, psychologist, who was introduced to me

To Professor Lúcia Regina, Pedagogical coordinator, a true “giant” in

To the instructors for showing high and up-to-date knowledge pertaining

To my colleagues for the companionship and true friendship.

Points obtained on the Concentrated Attention (CA)

Individual points obtained on the Concentrated Attention

Points obtained on the Polygraph (PLG) Test before and page

There is something extraordinary in that relationship even somewhat

Generally the influence of sound and music in brain activity is

“The thalamus is shaped by several divisions and is located below

The hypothalamus is located below the thalamus and is formed by

Therefore, nervous stimulus sent by the ear, which are caused

Hence, Rock music, has the power to influence behaviors such

“Tests carried out by the Laboratory of Neuropsychologists from the

If we consider that a policeman is part of the professional category

According to the World Health Organization (WHO), the Military Police

It is then suitable to show data retrieved from specific services at the

Claims January February March Total %

Other claims 8 38 81 127 44

Source: SAS PM/MT-2009

It is important and beneficial to have research in areas that

Research points out that sounds registered by our hearing is

It was during the development of these ideas that the author

However, how to test it in the military police who works in the

The purpose of this research is to answer the following

The formulated hypothesis is outlined in the following matter: If

The objective of this work is to present the TMM System (which

The work is systematized in the following matter:

Chapter 1 – Addresses the TMM System, its origin, author, its

Chapter 2 – Presents the training of the Officer Students, the

Chapter 4 – Presents the results and discussions obtained in the

1. THE TMM SYSTEM ORIGIN

Zelcovitch (2009) notices that from the time as a child he had

He remembers this time of his life when this phrase became

He confesses that something inside of him made him search his

All of this came to happen during a 15 year odyssey of research

During this phase of his life, he deepened his studies of the

He received training and is the first and only person in the

1.1 THE TMM SYSTEM